Reception Assessment

Our Approach to Assessment in EYFS

Assessment at Woodthorpe is used to improve children's learning and development. We do not believe assessment in EYFS should result in excessive tracking. Instead, assessment serves our ambitious EYFS curriculum and helps practitioners understand how children are progressing through it. We follow the DDAT EYFS Assessment profile and Development Matters to assess if a child is working towards, the expected or exceeding for their age and stage of development. 

Most assessment is formative and takes place through:

· Play-based learning

· Adult-child interactions

· Sustained Shared Thinking and Emotional Wellbeing (SHREC)

· Observation of learning behaviours

· Conversations with children

· Children's independent and adult-supported work

· Professional dialogue between staff

· Read, Write, Inc. half termly assessments

Staff use assessment information to scaffold learning appropriately. Scaffolding enables children to access challenging experiences while gradually developing independence. Effective feedback helps children understand what they have achieved and what they can do next.

We prioritise being with children over collecting unnecessary evidence. Time is spent listening, interacting, teaching, modelling language and supporting learning in meaningful contexts.

Each week, the EYFS staff have a Possible Lines of Development (PLOD) meeting, to discuss targets for individuals or groups of individuals which helps us to structure our support.

Starting Points and Transition

Building strong relationships with children and families is central to our assessment practice. 

Within the first 6 weeks of starting school, we assess each child using the national 'Reception Baseline Assessment'. This is a statutory requirement from the Department of Education.  It includes a selection of activities and questions that the children complete with an adult. This information will be the starting point for helping parents and carers to understand how we will support your child between Reception and Year 6. More information can be found below:

Reception Baseline Assessment

Prior to entry into Reception, information is gathered through:

· Discussions with parents and carers

· Transition information from previous settings

· Visits to previous nursery settings

· Transition mornings

· Stay and play optional evenings with parents and children

· Optional home visits for children whose parents may need additional meetings

· Parent information meeting with option to discuss with class teacher.

· Professional dialogue with external agencies where appropriate

During the first half term, practitioners focus heavily on the Prime Areas of Learning:

· Communication and Language

· Personal, Social and Emotional Development

· Physical Development

This enables staff to develop a detailed understanding of each child's:

· Interests

· Motivations

· Strengths

· Developmental needs

· Barriers to learning

Baseline Formative Assessment

Early assessment provides a snapshot of children's starting points.

The purpose of baseline assessment is to:

· Establish children's strengths and areas for development

· Ensure children can access the curriculum

· Identify any barriers to learning

· Inform future planning

· Support early identification of SEND

Assessment information is gathered through observation, interaction and professional judgement alongside discussions with families.

Where concerns arise, staff will work closely with parents, the SENDCo and external professionals as appropriate.

Ongoing Assessment

Assessment continues throughout the year and is embedded in everyday practice.

Practitioners regularly gather information through:

· Observations

· Learning journeys

· Children's work

· Pupil voice

· Parent contributions

· Adult-child interactions

· Curriculum-based assessments

Assessment information helps practitioners:

· Adapt teaching

· Plan next steps

· Provide appropriate support and challenge

· Monitor progress

· Celebrate achievements

Staff regularly discuss children's learning during planning meetings and pupil progress discussions.

Working in Partnership with Parents

We recognise parents and carers as children's first educators.

We aim to develop respectful and productive partnerships through:

· Daily communication

· Parent consultations

· Learning journey contributions

· Progress meetings

· Shared targets where appropriate

Assessment discussions focus on celebrating strengths as well as identifying ways home and school can work together to support development.

Monitoring Progress

Whilst assessment at Woodthorpe is not data-driven, we maintain an overview of progress to ensure all children are achieving well.

Assessment is used to:

· Identify children requiring additional support

· Monitor the progress of groups of pupils

· Evaluate curriculum effectiveness

· Ensure equality of opportunity

· Inform school improvement priorities

The EYFS Lead, SENDCo and Senior Leadership Team review assessment information regularly to ensure effective provision for all learners.

SEND and Inclusion

Woodthorpe is committed to inclusive practice.

Assessment for children with SEND focuses on:

· What the child can do

· Their strengths and interests

· Barriers to learning

· Appropriate support and adaptations

· Progress over time

All children are entitled to access the full EYFS curriculum.

Rather than lowering expectations, we use a "scaffolding up" approach. This means practitioners provide the support, resources and adaptations necessary for children to engage meaningfully with ambitious learning opportunities. This reflects the inclusive philosophy described within the source policy.

Support may include:

· Visual supports

· Communication aids

· Structured language interventions

· Environmental adaptations

· Adult scaffolding

· Specialist advice

Where concerns are identified, early action is taken in collaboration with families and external agencies where required.

A school learning programme, Personal Evacuation Plan, Individual Risk Assessment may be made by the class teacher alongside the SENDCO to ensure that the child’s needs are met. There may also be referrals to Speech and Language, Derbyshire’s Inclusion Advisory Service, Educational Psychology or other agencies where appropriate for further support.

Planning for Children Requiring Additional Support

Weekly planning discussions focus particularly on:

· Children requiring additional support

· Children at risk of underachievement

· Children with SEND

· Children requiring greater challenge

Staff work collaboratively to:

· Identify strengths

· Analyse barriers

· Review progress

· Agree responsive actions

· Plan personalised support

Particular attention is given to communication and language development as the foundation for future learning and success.

Measuring Success

The quality and impact of assessment is monitored through:

· Learning walks

· Environment reviews

· Pupil progress meetings

· Professional discussions

· Staff supervision

· Ongoing professional development

Leaders evaluate whether assessment is leading to:

· Improved teaching

· Strong progress

· Effective inclusion

· Early identification of need

· Positive outcomes for all children

Assessment information supports successful transition into Year 1 and ensures continuity of learning.